Solved by verified expert:Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.The features for each component include: Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice. Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized. Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking. Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.

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SIOP Teaching Model – Worksheet

Class Subject:

Class Topic:

Students’ ELP Levels:

Standard:

SIOP Teaching Model

How did the teacher use SIOP Component I: Lesson Preparation in the case study?

How did the teacher use SIOP Component I: Lesson Preparation Features in the case study?

(features: content and language objectives, content concepts appropriate for age, supplementary

materials used, adaptation of content for all student proficiency levels, meaningful activities that

integrate lesson concepts with language practice)

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How did the teacher use SIOP Component II: Building Background in the case study?

How did the teacher use SIOP Component II: Building Background Features in the case study?

(features: concepts linked to students’ background experiences, links explicitly made between past

learning and new concepts, key vocabulary emphasized)

How did the teacher use SIOP Component III: Comprehensible Input in the case study?

How did the teacher use SIOP Component III: Comprehensible Input Features in the case study?

(features: speech appropriate for students’ proficiency levels, clear explanation of academic tasks,

variety of techniques to make content concepts clear)

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How did the teacher use SIOP Component IV: Strategies in the case study?

How did the teacher use SIOP Component IV: Strategies Features in the case study?

(features: ample opportunities for students to use learning strategies, scaffolding techniques

consistently used, a variety of questions or tasks the promote higher-order thinking)

How did the teacher use SIOP Component V: Interaction in the case study?

How did the teacher use SIOP Component V: Interaction Features in the case study?

(features: frequent opportunities for interaction and discussion, grouping configurations support

language and content objectives, sufficient wait time for student responses, ample opportunity for

students to clarify key concepts)

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SIOP SUMMARY – COMPONENT 5: INTERACTION

SIOP Component Five: Interactions (4 features):

• Frequent Opportunities for Interaction and Discussion

• Grouping Configurations Support Language and Content Objectives of the Lesson

• Sufficient Wait Time for Student Responses Consistently Provided

• Ample Opportunity for Students to Clarify Key Concepts in L1

Instructional Purposes for SIOP Component Five: Interaction & Features

• Expert teachers analyze and create grouping structures that promote maximum student

learning.

• Expert teachers select at least two different grouping structures per academic lesson.

• Expert teachers utilize grouping structures that reduce teacher-talk time and increase

student responses.

Grouping Configuration Options

•

Whole Class

Used when the entire class input is required

•

Partners

Used to provide opportunities for student practice prior to the completion of

independent tasks

•

Flexible Small Groups

Used to provide/encourage student cooperation

Teaching Strategies to Use for SIOP Component Five Interaction & Features:

•

Cooperative Group Strategy – Information Gap

Students form small cooperative groups consisting of 4 to 5 students. The teacher

prepares separate worksheets for each student consisting of only one or two answers to

the teacher-selected questions. Students in the cooperative groups must interact, using

their speaking skills, to discover all of the answers to the questions. This is similar to

putting a puzzle together piece-by-piece. Each student possesses a part of the puzzle.

•

Cooperative Group Strategy-Jigsaw

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The objective of jigsaw reading is to chunk longer readings into smaller manageable

parts. The teacher assigns a page or portion of the reading to each cooperative group.

Each cooperative group is then considered an expert on that specific page. Each group

then shares their portion of the reading with the entire class.

•

Cooperative Group Strategy – Numbered Heads

This cooperative group strategy is very similar to jigsaw. The only difference is that each

group is not considered an expert group. Here each group completes one part of the

task or problem.

•

Cooperative Group Strategy – Four Corners

The teacher, on poster paper, writes one question on each of the four posters, based on

one topic. The poster paper is then displayed, one in each of the four corners of the

class. The class is then divided into four different groups. Each group moves in a clockwise pattern writing answers to the proposed questions in each corner of the classroom.

•

Cooperative Group Strategy – Three Step Interview

Students work in partners. Each partner answers a teacher-created question based on a

specific topic. At the end of three minutes, each pair of partners joins another pair and

shares their answers. This practices oral language development.

•

Cooperative Group Strategy – Writing Headlines

This activity increases the ability of students to summarize. Here, students form groups

of four or five. Students then create a headline for a set of pictures, short story, event or

video.

•

Cooperative Group Strategy-Send a Problem

The teacher creates duplicate sets of problems or questions. Students form groups of 4

or 5. Each student group has a partner group. When each group completes the set of

problems or questions, they pass it to their partner group to be checked.

Teaching Material to Use with SIOP Component Five: Interaction & Features

•

SIOP Wait Time Buttons

The teacher creates three different circular buttons and distributes one packet to each

student. Throughout the lesson, the teacher asks the students if they are ready to

proceed to the next problem, step or sequence. Students place their hand on top of the

button that answers the teacher questions. The buttons read: I’m ready, I’m almost

ready, and I’m not ready.

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SIOP Teaching Case Study

Background Information

Mr. Brown is a fifth grade math teacher in the Phoenix Unified School District. His sheltered instruction

classroom contains 15 ELL students. The students in this classroom are of varying English proficiency

levels (EPLs). Ms. Garcia is Mr. Brown’s teaching assistant in this classroom. The primary native

language for Mr. Brown’s classroom is Spanish. Ms. Garcia is a bilingual teacher who speaks Spanish and

English. The lesson below is a one-hour math lesson on the topic of multiplicative comparisons.

SIOP Lesson Case Study

Mr. Brown enters his fifth grade math classroom on Monday morning to instruct the SIOP lesson which

he has planned. All of his students are seated and paying attention as he opens his lesson. Mr. Brown

displays the content and language objective on the board in a PowerPoint slide. He then asks, “Can

anyone read our content objective for today?” Charlie responds to Mr. Brown’s request by raising his

hand and saying, “I can.” Charlie then reads the lesson’s content objective aloud stating, “Students will

be able to solve multiplicative comparisons.”

Next Mr. Brown points to the words multiplicative and comparisons contained within the PowerPoint

content objective and ask students to repeat these terms chorally. Mr. Brown then asks another

student, Jesse, to read the language objective to the class. Jesse responds by reading, “Students w ill be

able to read, write, and solve multiplicative comparisons using a visual model.” The teacher turns to his

class and asks, “What does the word compare mean?” Maria raises her hand and after Mr. Brown calls

her name to answer the proposed question, she says, “Compare means to talk about similar things.”

Affirming her answer by shaking his head yes, Mr. Brown says, “Yes, and we will talk about how that

works in multiplication.”

Mr. Brown has selected a picture book, How Full is Your Bucket?, to read to his class. This early

childhood picture book depicts an elementary school student who receives drops in his personal bucket

when good things happen to him. Mr. Brown creates a math problem centered on the story’s theme

and says to his class, “Felix realizes that by the end of reading class he had four times as many drops in

his bucket as he had at breakfast. If he had five drops in his bucket at breakfast, how many drops were

in his bucket at the end of reading class?” Angel, a student in class responded to Mr. Brown’s question

by saying, “Felix had 20 drops in his bucket because 5 x 4 = 20.” The teacher explains to his class that

they will now discuss this process in math class. Mr. Brown tells the class that multiplicative

comparisons are those that we see in real life, just as Felix did with the drops in his bucket. He next asks

students in groups of four in their cooperative groups to develop and write the definition of

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multiplicative comparisons in their math notebooks. The teacher does not proceed until each student

has the correct definition of this term recorded in their individual notebooks.

Next Mr. Brown explains the concept, multiplicative comparisons, by stating that it shows a product

through a comparison of factors. On the next Power Point slide Mr. Brown shows a picture of seven

squares in five rows similar to the one below (Figure 1):

As Mr. Brown points to the squares moving across the top row he asks his students to count the

number of squares aloud, and they say, “One, two, three, four, five, six, seven.” Then he tells the class,

there are five rows, let’s count them, the class responds with, “One, two, three, four, five.” Mr. Brown

explains that 7 x 5 = 35 and 5 X 7 = 35. He states that here are exactly 35 squares in his picture!

The next step in the teaching process is for students to create their own diagrams to deve lop an

understanding of multiplicative comparisons but first Mr. Brown models a problem solution on the

white board. The math question on the white board reads, “What is three times as many as five?”

Together, the class will build a diagram to find the answer. Mr. Brown states that they must draw

vertical lines to represent the factors. Mr. Brown turns to his class and says “Draw a vertical line in the

air.” His class responds by doing so. Next Mr. Brown asks his students to draw a horizontal line in t he

air, checking for understanding, and the student do so. Finally, Mr. Brown says, “With your arms show

me an intersection,” and the class crosses their arms in front of their bodies. After checking for

vocabulary understanding Mr. Brown returns to the lesson at hand. The class identifies 3 as the first

factor and as Mr. Brown draws 3 vertical lines on the class white board, so too the students draw 3

vertical lines on their individual white boards.

Figure 2

Next Mr. Brown identifies the second factor as 5 and models adding 5 horizontal lines to the figure as his

students to the same.

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Figure 3

In the next step Mr. Brown tells his class that in order to find the answer to the equation all they need to

do is count the number of line intersections. Mr. Brown then labels the number of line intersections on

the figure. He then tells the students to chorally count out the number of intersections in the figure on

the white board. They proceed by counting one, two…fifteen. Each student then labels their own white

board in the same manner and counts out the fifteen line intersections to their elbow partner. The math

equation for this problem then becomes 3 x 5 = 15.

Figure 4

Finally Mr. Brown requires the students to collectively complete the following math statement based on

the concepts taught above:

_____________ is ________________ times as many as ___________________

Mr. Brown asks his students to write this math problem on their individual white boards and solve the

problem. After students have completed this problem, the teacher asks for a volunteer to write the

answers on the white board for the class. Jenny tells Mr. Brown, “I can do it” and confidently completes

the math problem while saying aloud, “15 is 5 times as many as 3.” Mr. Brown then positively affirms

her answer and asks the class, “Did all of you get the same answer.” The class quickly responds with

“yes” spoken chorally to their teacher! The teacher then states that of course we can also say, “15 is 3

times as many as 5.” Students shake their heads in agreement.

Mr. Brown then instructs the students to solve a problem together at their table groups, using their

individual white boards and markers. The problem for the day is written on the white board in front of

the class and Mr. Brown reads the problem to the class, “What product is 7 times more than 4?” Each

member of the class is now required to draw a visual representation of this problem and also write the

answer down in two ways. Mr. Brown walks around the classroom as the students work individually on

this problem. Once the class has corrected solved this math problem Mr. Brown prepares the class for

another similar math problem. Here, Ms. Garcia distributes one piece of paper per four students that

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are sitting in a cooperative group. That paper provides another math problem, only this time each

group of four students has a different problem. The teacher sets a timer and the students are given

seven minutes to solve their groups’ math problem. When the timer goes off each group passes their

problem clockwise to the next group without the answer. This continues until all groups have

performed all four problems. At this point Mr. Brown writes the answers to all four problems on the

white board and requires that the students check their answers and figures for accuracy.

At the end of class Mr. Brown then reviews the content and language objectives with the class asking

them, “Were we successful in achieving these objectives?” He asks students to give him a thumbs up if

they were successful and a thumbs down if they were not.

Finally, Ms. Garcia distributes a homework worksheet with four similar types of problems for students to

complete at home and bring back to school the next day.

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